Research On The Logic Of Teachers’ Teaching Practice Oriented By Deep Learning

As the common product of the development of information society and learning science,the theory and practice of deep learning is a striking "pearl" in today’s basic education reform.However,the multi-dimensional abstraction of deep learning theory brings the dilemma that teaching practice is hard to take root.Theoretical practice research also makes the principles and strategies of deep learning limited to the complicated discourse system.Although the deep learning theory is the understanding and refining of the inherent laws of teaching activities,it cannot be automatically converted into the teaching ideas that teachers believe in.The choice and design of teachers’ "teaching behavior" and "teaching method" is the key to the realization of students’ deep learning.Therefore,restoring teachers’ subjective will and paying attention to teachers’ realistic participation are of great significance for deep learning research.In the deep learning classroom,learners’ thinking development,knowledge integration,problem solving and other aspects belong to the logical category of teachers’ teaching practice.Only by understanding the teaching practice logic recognized and followed by teachers can we promote the transformation of abstract deep learning theory into teaching reality.This study takes the deep learning-oriented logic of teachers’ teaching practice as the research object,adopts the qualitative research paradigm of "bottom-up" rooted educational practice,builds an analysis framework with the help of Bourdieu’s practical logic theory,and then carries out field investigations in educational practice scenes.Through collecting,sorting and analyzing the original data,This paper tries to answer the questions of what deep learningoriented teachers’ teaching practice logic is,what its manifestations are,how to generate and develop it.Clear concept connotation and construct analysis frame are the basis of in-depth study.Based on the understanding of "deep classroom learning" and "logic of teaching practice",this paper starts from the basic relationship between the two and their internal mechanism of mutual restriction and interaction,and defines the connotation of the logic of teachers’ teaching practice oriented by deep learning,that is,teachers follow the action conception of "how should" and "how should be carried out" in the teaching process of promoting students’ deep learning.As well as the general form,general structure and generation principle of teachers’ teaching action.In addition,this study draws on Bourdieu’s basic steps of practical logic analysis,integrates them with teachers’ teaching actions in deep learning classrooms,and uses native consciousness and relational thinking to establish a theoretical analysis framework.From the analysis of teachers’ choice of teaching actions in the deep learning classroom,to the close observation of the interaction between teachers and the deep learning classroom,to the insight of the problems existing in the generation of the logic of teaching practice,the research reveals the logic of deep learning-oriented teacher teaching practice layer by layer from the lens of the surface to the inside.Analyzing the action diagram of teachers’ teaching is the window to grasp the logic of teaching practice.Action schema is an expansion form of practical logic and a rich structure of action strategies displayed by teachers in their interaction with the field as actors.The deep learning-oriented logic of teachers’ teaching practice is the internal support of teachers’ teaching practice concepts and actions.It has an external reality pattern and representation form,which can be presented by teachers’ choice of teaching actions in deep learning classrooms.Based on the analysis framework and combined with typical cases,this study analyzes the realistic patterns and general characteristics presented by the deep learning-oriented teachers’ teaching practice logic,and abstractively summarizes three representation forms of local concepts,practice rules and body symbols.And six specific types of "utility of tools","integration of ideas","single and one-sided","multiple integration","logic in concept" and "logic in action",and describes the hidden,contextual,fuzzy,practical and stable characteristics of deep learning-oriented teachers’ teaching practice logic.Exploring the way teachers interact with the field is a consideration of how to generate the logic of teaching practice.The external field and the subject will of the actor have a shaping effect on the practical logic.The deep learning classroom is the objective basis of the generation of the logic of teaching practice,while the teacher’s individual will is the subjective principle of the generation of the logic of teaching practice.Starting from the composition of elements and relationship,this study finds that the teaching practical knowledge and teaching action strategy,teachers’ practical rationality and teachers’ belief about deep learning,as intelligence support system,behavior driving system,thinking guarantee system and value oriented system,together constitute the logical whole of deep learning-oriented teachers’ teaching practice.By interpreting the meaning of the generative nature of the logic of teaching practice,the research finds that the game between rationality and irrationality,the interaction between action and reflection,and the communication between body and symbol are the generative methods of the logic of teachers’ teaching practice guided by deep learning,and according to the state and characteristics of the interaction between teachers’ teaching action and classroom field,The generation process can be divided into three stages: "unconscious dissociation--primary field localization","collision and fusion--secondary field localization" and "debugging in stability--final field localization".It is the key to develop the logic of teaching practice to open the power of promoting teachers’ freedom of action in teaching.The construction of deep learningoriented teacher practice logic has experienced the process of collision and integration between actors and fields.Through the overall perspective of the deep learningoriented logic generation process of teachers’ teaching practice,the research finds that there are some unreasonable situations,including teachers’ "self-consciousness" in a dormant state,and the interest demands of multiple powers in the field.Therefore,under the guidance of the theory of teaching law,the theory of teaching value and the theory of teaching reality,this study tries to propose countermeasures to promote its reasonable development,that is,to awaken teachers’ subjective consciousness of constructing teaching practice logic,to promote the integration of deep learning theory and teaching experience,to improve the management effectiveness of teachers’ teaching practical knowledge,and to promote the progressive development of teachers’ teaching practice logic.